Because the lesson units are designed according to six possible ways in which immersive environments and game-based worlds might be used for learning (ie, in terms of collaboration, in terms of identity-formation, in terms of championing causes, in terms of expressing their learning to external audiences, in terms of design-thinking and prototyping, and in terms of self-directed exploration and interaction), and, because the Six Learnings curriculum framework is itself founded upon a theory of learning which foregrounds the (otherwise tacit) intuitions which students bring to the classroom, the lesson units can withstand much mutability while still remaining true to the overall intent behind the learning outcomes.

Thus, for example, teachers have – of their own accord – successfully taken the initial lesson units and adapted them from Geography, to the Language Arts, to Literature, to Design & Technology, to Food & Nutrition, to Elements of Business Studies, and also to Art.

In terms of academic stream, the lesson units have been successfully modified (again, by the teachers themselves) across the Express, Normal (Academic) and Normal (Technical) streams.

In terms of age cohorts, the lesson units are being used at the Upper Primary level, as well as from Sec One, to Sec Two, to Sec Three, to Sec Four.

In terms of the dialectic between the formal and informal curriculum, the lesson units (as such as they are) have been enacted in both the formal curriculum as well as in Co-Curricular Activities.

In terms of the logistics of classrooms and computer labs, the lesson units have been enacted both in computer labs as well as in regular classrooms (in which there is only one computer and a single projection system per room).

In terms of pedagogical approaches, the lesson units are used in prototyping, in fieldwork-planning, in stagecraft and storyboarding, in creative problem-solving, and in collaborative decision-making (to name a few).

Disciplinary Intuitions is sufficiently flexible to fit upstream of existing curriculum frameworks such as Teaching for Understanding, and Understanding by Design.

The intervention is not dependent on any single platform for successful enaction. There are already significant learning resources developed over the past two years – by teachers and by the students themselves – in an open-source environment.

Likewise, the Six Learnings framework and the theory of Disciplinary Intuitions can be applied to a variety of other game-based worlds such as Minecraft, World of Warcraft, Lego Mindstorms, and open-source hardware such as Raspberry Pi and / or Arduino.

For example, during 2013, two JC1 interns under the Disciplinary Intuitions programme used the Six Learnings framework to design (from scratch) an interactive visual novel leveraging intuitions which adolescents have about life-choices.

Likewise, in 2014, another two interns are using the Disciplinary Intuitions programme to carry out an investigation into the differences in how domain experts and lay-persons interpret various local environments around Singapore, using remotely-piloted drones as platforms for mapping.